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dc.contributor.authorMokri, Parastouen_US
dc.date.accessioned2017-04-06T15:44:28Z
dc.date.available2017-04-06T15:44:28Z
dc.date.issued2012-02-06en_US
dc.identifier.otheretd-02222012-153213en_US
dc.identifier.urihttp://hdl.handle.net/10919/77283
dc.description.abstractThe purposes of this investigation were to develop and validate a comprehensive assessment instrument to measure academic self-regulation as a personal trait. The instrument was predicated upon an evidence-based conceptual framework of academic self-regulation which described the interactions between cognitive, motivational, volitional, and environmental variables and learners' activating purposeful goal oriented actions. Seven separate studies which included over 1000 undergraduate and graduate students at a large mid-Atlantic university provided reliability and validity evidence for this instrument. Data analysis included Rasch analysis, item response and item analysis, exploratory factor analysis, correlation analysis comparing the developed instrument with a version of an instrument frequently used in studies of academic self-regulation, multiple regression analysis predicting the scales of the frequently used instrument through the developed instrument, item-total correlations, and Cronbach's alpha for each scale and for the entire questionnaire. Findings included evidence that the model accurately represented academic self-regulation; that the developed instrument was reliable; that the instrument had excellent content, structural, substantive, and criterion validity; and that the instrument appeared to yield useful information about the degree to which learners engaged academic self-regulation skills. While additional validation studies are warranted, three potential applications of this instrument are: to investigate academic self-regulation variables; to design learning environments to promote academic self-regulation; and to assess and assist individual learners develop academic self-regulation skills and dispositions.
dc.language.isoen_USen_US
dc.publisherVirginia Techen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectvalidityen_US
dc.subjectreliabilityen_US
dc.subjectvolitional skillen_US
dc.subjectcognitive and motivational strategyen_US
dc.subjectachievementen_US
dc.subjectAcademic self-regulationen_US
dc.titleDeveloping and Validating an Instrument to Measure Academic Self-Regulationen_US
dc.typeDissertationen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairSherman, Thomas M.en_US
dc.contributor.committeememberDoolittle, Peter E.en_US
dc.contributor.committeememberJones, Brett D.en_US
dc.contributor.committeememberWildman, Terry M.en_US
dc.type.dcmitypeTexten_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02222012-153213/en_US
dc.date.sdate2012-02-22en_US
dc.date.rdate2016-10-07
dc.date.adate2012-03-06en_US


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